Teaching and Learning 

Abstract: A survey of 91 pre-service teachersfrom Australia and Singapore was conducted to investigate their attitudes and concerns about implementing inclusive education in regular schools. Results indicated that Australian pre-service teachers were more in favour of including students with disabilities into the regular school compared to their Singaporean counterparts. The findings suggested that the pre-service teachers' beliefs may be significantly influenced by prevailing policies in the county. Schools worldwide are increasingly moving towards the inclusion of students with disabilities in the regular classroom. While some countries have legislations, other countries have formulated policies supporting inclusion. Australia and Singapore are among the latter category. Although the importance of legislation and policies have been and continue to be stressed for the successful implementation of inclusion reforms, equally important are the positive attitudes of in-service and pre-service teachers. Jones (1984) has stated: It should not be surprising to any informed observer that meaningful implementation of legislative acts will require that we give as much attention to attitudinal barriers as we have given to the elimination of barriers of physical access, barriers of employment access and barriers of educational access. (p. vii)

Abstract: Tolerance, compassion, wisdom, imagination, responsibility, and creativity are not extra curricular activities to enhance education, they are the foundation that makes learning possible. Our children deserve and need to live with themselves and others successfully and with meaning. Becoming The World brings together multicultural stories, activities, and information in order to return the wisdom of village elders and the oldest technologies, of imagination and listening, to our children.

Abstract: Roundhouse is a theory-driven, cognitive-based, visual story map designed to enhance long-term memory (Trowbridge & Wandersee, 1998). This type of graphic organizer requires learners to construct knowledge using “mindful” visual connections to replace often “mindless” practices involving recitation/memorization of abstract content. Students thereby create an observable schema of related concepts and icons in a sequential fashion. Roundhouse builds upon a student’s mental representation of what is already known, using a specified diagramming process called PDR (Plan – Diagram – Reflect). Studies have indicated that one of the benefits of using this technique is that students visualize their Roundhouse diagrams during assessment, promoting enhanced recall. Creativity, self-efficacy, and motivation for student understanding have been demonstrated in Roundhouse diagramming that incorporates digital technologies.

Abstract: I close this issue by including an article first published in 1962 by the Royal Bank Letters. This article influenced me in many ways during my 36 year career and I am positive that it must have had some influence as the various reports, commissions, policies and directions evolved since then. Simply put the content of this letter was and is a reminder to me of what the mandate and responsibilities are for those involved in education. Although dates and references are obviously out of sync much remains applicable to all those interested in leadership in education. I appreciate that the Royal Bank of Canada first chose to publish this manuscript and that they provided permission to reprint this letter. RC